Matching Items (8)
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- All Subjects: public policy
- All Subjects: Equity
- Creators: Bozeman, Barry
Description
Extant evaluation studies of the Bayh-Dole Act of 1980 have focused primarily on its effects on the pace of innovation and on the norms and practices of academic research but neglected other public values. Seeking to redress this shortcoming, I begin by examining Bayh-Dole with respect to other relevant public values following the Public Value Failure approach. From that analysis, equity emerges as a pressing issue. I define equity issues, in a loosely Rawlsian sense, as situations of unfair distribution of political power and economic resources. My analysis identifies a business model of offices of technology transfer--that I call "nurturing start-ups"--that is likely to become a standard of practice. This model can foster either firm competition or concentration in emerging industries and will therefore have an impact on the distribution of economic benefits from innovation. In addition, political influence to reform Bayh-Dole is allocated disproportionately in favor of those who stand to gain from this policy. For instance, elite universities hold a larger share of the resources and voice of the university system. Consequently, adjusting the nurturing start-ups model to foster competition and increasing cooperation among universities should lead to a more equitable distribution of economic benefits and political voice in technology transfer. Conventional policy evaluation is also responsible for the neglect of equity considerations in Bayh-Dole studies. Currently, "what is the policy impact?" can be answered far more systematically than "why the impact matters?" or "is this policy designed and implemented legitimately?" The problem lies with the consequentialist theory of value that undergirds evaluation. Hence, I propose a deontological theory of evaluation to reaffirm the discipline's commitment to democratic policy making.
ContributorsValdivia, Walter (Author) / Guston, David H. (Thesis advisor) / Sarewitz, Daniel (Committee member) / Bozeman, Barry (Committee member) / Arizona State University (Publisher)
Created2011
Description
Each of the three essays in this dissertation examine an aspect of health or health care in society. Areas explored within this dissertation include health care as a public value, proscriptive genomic policies, and socio-technical futures of the human lifespan. The first essay explores different forms of health care systems and attempts to understand who believes access to health care is a public value. Using a survey of more than 2,000 U.S. citizens, this study presents statistically significant empirical evidence regarding values and other attributes that predict the probability of individuals within age-based cohorts identifying access to health care as a public value. In the second essay, a menu of policy recommendations for federal regulators is proposed in order to address the lack of uniformity in current state laws concerning genetic information. The policy recommendations consider genetic information as property, privacy protections for re-identifying de-identified genomic information, the establishment of guidelines for law enforcement agencies to access nonforensic databases in criminal investigations, and anti-piracy protections for individuals and their genetic information. The third and final essay explores the socio-technical artifacts of the current health care system for documenting both life and death to understand the potential for altering the future of insurance, the health care delivery system, and individual health outcomes. Through the development of a complex scenario, this essay explores the long-term socio-technical futures of implementing a technology that continuously collects and stores genetic, environmental, and social information from life to death of individual participants.
ContributorsWade, Nathaniel Lane (Author) / Bozeman, Barry (Thesis advisor) / Sarewitz, Daniel (Committee member) / Cook-Deegan, Robert (Committee member) / Arizona State University (Publisher)
Created2019
Description
The purpose of this study was to determine how I, as a future teacher, can best combat inequities in technological access and fluency in my future classroom. In this study, I explored a range of literature on the role of technology in the classroom, the digital divide in home and school settings, and variance in digital literacy. Additional insight was gained through interviews and observing school faculty in three public school districts in the Phoenix Metropolitan Area. This provided a better understanding of local context in order to gain a sense of the national and local realities of the digital landscape as they relate to educational equity in the educational settings where I aim to serve as a certified teacher.
ContributorsJakubczyk, Nicole Marie (Author) / Foulger, Teresa (Thesis director) / Barnett, Juliet (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
Inclusive education has become a global movement through the policies of the United Nations Educational, Scientific, and Cultural Organization (e.g., Salamanca Statement). These policies led many developing nations to adopt these policies in their national policy agendas. Turkey has developed inclusive education policies that deal with the education of students with disabilities (SwD). However, although SwD are the largest group who are marginalized and excluded from educational opportunities, there are other groups (e.g., cultural-linguistic minorities) who experience educational inequities in access and participation in learning opportunities and deal with enduring marginalization in education. This study examined a) Turkish teachers’ and parents’ conceptualizations of inclusive education for diverse groups of students, namely SwD, Kurdish students (KS), and girls, who experience educational inequities, b) how their construction of students’ identities influenced students' educational experiences in relation to inclusive education, c) how their stories revealed identities, differences and power, and what role privilege played in marginalization, labeling, and exclusion of students within conceptualizations of inclusive education. I used cultural historical activity theory (Engeström, 1999) and figured worlds (Holland et al., 1998) to understand the teachers’ and parents’ interpretations and experiences about inclusive education. This qualitative study was conducted in four different schools in Maki, a small southwestern city in Turkey. A classroom photo, with a vignette written description, and a movie documentary were used as stimuli to generate focus group discussions and individual interviews. I conducted classroom observations to explore the context of schooling and how students were positioned within the classrooms. Classroom artifacts were additionally collected, and the data were analyzed using a constant-comparative method. The study findings demonstrated that students had different equity struggles in access, meaningful participation, and having equal outcomes in their education. The education activity system was not inclusive, but rather was exclusive by serving only certain students. SwD and girls had difficulty accessing education due to cultural-historical practices and institutional culture. On the other hand, Turkish-only language policy and practices created tensions for KS to participate fully in education activity systems. Although stakeholders advocated girls’ education, many of them constructed SwD’s and KS’ identities from deficit perspectives.
ContributorsKilinc, Sultan (Author) / Arzubiaga, Angela (Thesis advisor) / Kozleski, Elizabeth B. (Thesis advisor) / Swadener, Elizabeth Blue (Committee member) / Arizona State University (Publisher)
Created2016
Description
The primary question driving this research regards how individuals in mixed-citizenship couples employ different strategies and/or tactics to access and maintain valid immigration status during processes of Adjustment of Status through marriage in the United States. A dominant narrative prevails in the US that immigration through marriage to a citizen confers immediate or an easy pathway to citizenship. For roughly two-hundred thousand immigrant spouses that currently navigate adjustment annually, however, this narrative falls short of and obscures the reality of adjustment processes. There is a lack of focused academic study to help contribute to more accurate public understandings of what these realities are. To combat this false narrative and help fill a gap in research, this work examines how such dominant ideology stems from historic legal inequality and hegemonic discourse, reified through Enlightenment-centric thinking and becoming tangled with state power through Foucault’s conception of the body politic. The day-to-day actions, interactions, and transactions within the body politic and adjustment processes are then put into conversation with De Certeau’s strategies and tactics, providing a means for accentuating how individuals, society, and the state enact specific practices to support or resist Foucauldian technologies of oppression and control. As an exploratory case-study, this work engages four individual partners from two mixed citizenship marriages in a series of three semi-structured, in-depth phenomenological interviews each. Reporting is centered on participant’s histories and adjustment narratives, told through their own voices. Evidence supports that easy pathway public narratives are inaccurate, that adjustment processes assert state power on citizen petitioners and migrant spouses alike, but in different ways, and that they in turn enact complicated and intertwined strategies and tactics to achieve adjustment and resist the oppressive power of the state that is carried through adjustment processes.
ContributorsFurnish, Daniel Robert (Author) / Arzubiaga, Angela (Thesis advisor) / Lara-Valencia, Francisco (Committee member) / Broberg, Gregory (Committee member) / Arizona State University (Publisher)
Created2022
Description
The roles of American Universities/colleges assets, knowledge and partnerships with local governments during disasters and emergencies become more important but have not been emphasized sufficiently in the scholarship community. Universities/colleges have provided disaster services in partnership with local government through different ways: providing facilities and logistical support (e.g., disaster sheltering), critical knowledge support (e.g., disaster information forecasting), and human resources and special expertise support (e.g., university hospitals and voluntary work of nursing and medical students/faculty). Through 34 interviews with emergency managers from both universities/colleges and local governments, and a national survey of 362 university emergency managers, this dissertation finds that: First, previously established partnerships between universities/colleges and local governments can reduce coordination costs when disasters happen and can facilitate new partnerships on disaster preparedness. Second, local government capacity gap in responding to disaster needs is a critical precondition for universities/colleges to participate in the disaster service co-provision, which is not specified or examined by other co-production, co-creation, or co-management theories. Third, internal coordination efforts within universities/colleges can facilitate external coordination activities with local governments to guarantee efficient disaster service provision. Fourth, a disaster resilience culture needs to be facilitated within universities/colleges to develop a robust disaster response plan. Furthermore, first response providers’ health and wellbeing should get more attention from universities and local governments to maintain a sustainable and healthy workforce as well as efficient disaster response.
ContributorsYu, Suyang (Author) / Welch, Eric (Thesis advisor) / Bozeman, Barry (Committee member) / Gerber, Brian (Committee member) / Sapat, Alka (Committee member) / Arizona State University (Publisher)
Created2023
Description
The purpose of this study is threefold: highlight the present health, self-sufficiency and integration needs and assets of asylum seekers in Phoenix, Arizona during the asylum seeking process phase (while an asylum claim is awaiting a decision); understand the City of Phoenix’s response to asylum seekers; and contextualize and compare the city’s present response to increased arrivals of asylum seekers against municipal responses in other contexts and academic discussions of the “local turn.”. Through semi-structured in-depth interviews with asylum seekers and community leaders, this study finds that asylum seekers’ physiological healthcare needs are sometimes met through emergency department admissions and referrals to sliding scale services by caseworkers in the International Rescue Committee’s Asylum-Seeking Families program in Phoenix. Mental and behavioral health service needs are less likely to be met, especially for women who want to speak with a medical professional about their traumatic experiences in Central America, trip through Mexico, detention in the United States (U.S.) and their often-marginalized lives in the U.S. This dissertation concomitantly explores how other municipalities in the U.S. and internationally have responded to increased immigration of asylum seekers and refugees to urban centers, and how certain approaches could be adopted in the City of Phoenix to better serve asylum seekers.
ContributorsSchlinkert, David (Author) / Velez-Ibanez, Carlos (Thesis advisor) / Lara-Valencia, Francisco (Thesis advisor) / Arzubiaga, Angela (Committee member) / Arizona State University (Publisher)
Created2020
Description
Research and Development (R&D) tax credits are one of the most widely adopted policies state governments use to incentivize R&D spending by firms operating in a state. R&D spending is associated with increases in firm productivity, innovation, and higher wages. However, most studies into these tax credits examine only the effect the credit has on firm-based R&D spending and assume the increases in R&D spending mean states are receiving the social and economic benefits endogenous growth theory predicts. This dissertation connects R&D tax credits with the expected outcomes of R&D spending increases to evaluate the efficacy of the tax credits. Specifically, the dissertation connects R&D tax credits to the movement of researchers between states, innovative activity, and state fiscal health. The study uses a panel of U.S. PhD graduates and a fixed-effects linear probability model to show R&D tax credits have a small but statistically significant impact on PhDs moving to states that have the tax credit. Using a structural equation model and a latent innovation variable, the dissertation shows R&D tax credits have a small but significant impact on innovative activity mediated by R&D spending. Finally, the dissertation examines the effect of R&D tax credits on a state’s short- and long-run fiscal health by using a distributed lag model to illustrate R&D tax credits are associated with decreases with fiscal health.
ContributorsSelby, John David (Author) / Bretschneider, Stuart (Thesis advisor) / Bozeman, Barry (Committee member) / Siegel, Don (Committee member) / Swindell, David (Committee member) / Arizona State University (Publisher)
Created2020